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Description
This study explores the English Beyond the Classroom experiences of second-year English-major students at a Vietnamese college through the lens of Bronfenbrenner’s bioecological theory through five ecological systems: Microsystem, Mesosystem, Ecosystem, Macrosystem, and Chronosystem. By employing narrative inquiry as the methodological framework, the study examined the learning narratives of four purposively selected participants through story-telling interviews. The findings reveal that all four participants engage in diverse, technology-mediated practices remain largely invisible to their formal educational environments. Analysis across the five systems indicates that mesosystemic disconnections between informal and institutional learning contexts, macrosystemic beliefs about English as a vocational credential, and chronosystemic turning points significantly shape individual learning trajectories. The study also highlights how structural inequalities at the exosystemic and macrosystemic levels produce uneven distributions of ecological learning resources among learners. These findings have implications for curriculum design and underscore the need for pedagogical approaches that build upon learning process.
